2nd Grade Math Overview 2021 2022 - Fort Bend ISD
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Department of Teaching & Learning
_____________________________________________________________________________________________
2nd Grade Math
Overview
2021 - 2022
This document is designed provide parents/guardians/community an overview of the curriculum taught in the
FBISD classroom. This document supports families in understanding the learning goals for the course, and how
students will demonstrate what they know and are able to do. The overview offers suggestions or possibilities to
reinforce learning at home.
Included at the end of this document, you will find:
• A glossary of curriculum components
• The content area instructional model
• Parent resources for this content area
To advance to a particular grading period, click on a link below.
• Grading Period 1
• Grading Period 2
• Grading Period 3
• Grading Period 4
At Home Connections
The following are suggestions for reinforcing literacy/numeracy development at home. These ideas can be used
throughout the school year. You will find additional ideas to reinforce learning at home within each unit below.
• Engage students in problem solving during day to day decisions and reasoning through outcomes of decisions
• Explaining order or process to completing day to day tasks
• Encourage students to justify choices made in day to day activities
• Discuss scenarios involving math in everyday life and determine the operations needed to solve the problem
• Play games that require logic and reasoning skills or basic operations.
• Play sudoku and other brain teaser type puzzles
• Practice addition and subtraction facts with real world objects. i.e. how many tires on the 5 cars in front of us?
Process Standards
The process standards describe ways in which students are expected to engage in the content. The process standards
weave the other knowledge and skills together so that students may be successful problem solvers and use
knowledge learned efficiently and effectively in daily life.
2.1A apply mathematics to problems arising in everyday life, society, and the workplace
2.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy,
determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution
2.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and
techniques, including mental math, estimation, and number sense as appropriate, to solve problems
2.1D communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate
2.1E create and use representations to organize, record, and communicate mathematical ideas
2.1F analyze mathematical relationships to connect and communicate mathematical ideas
2.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written
or oral communication
Department of Teaching & Learning
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Grading Period 1
Unit 1: Launching Mathematical Mindsets
Estimated Date Range: 8/11/21 – 8/25/21
Estimated Time Frame: 11 Days
Unit Overview: This unit begins with 8 days of Launching Mathematical Mindsets. Students will engage in activities
that support setting up the systems and structures needed to promote mathematical communication and
collaboration in a face to face or virtual environment. The focus is on students getting used to classroom routines
while engaging in math related activities that promote sense making, perseverance, and teamwork. The last 5 days
include students understanding how to tell time to the nearest minute using an analogue and digital clock and
understanding AM and PM.
At home connections:
• Use positive affirmations to build students self-confidence.
• Randomly ask what the time is and whether it is a.m. or p.m.
• Involve students in writing down scheduled activities and watching the clock to determine if it is time to leave.
Concepts within Unit #1 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Launching In this unit we are Launching Mathematical Mindsets using
Mathematical Mindsets You Cubed resources along with supports for setting up
Math Workshop in the classroom. The focus is on students
getting used to classroom routines while engaging in
activities that support pre-requisite skills and promote
sense making, perseverance, and teamwork.
Unit 2: Numeration (up to 999)
Estimated Date Range: 8/26/21 – 9/29/21
Estimated Time Frame: 21 days
Unit Overview: In this unit, students will develop an understanding of how to represent numbers in multiple ways,
determine number patterns, and compare and order whole numbers up to 999. Students will also develop an
understanding of the relative position and magnitude of whole numbers and the relationships within the numeration
system related to place value.
At home connections:
• Find groups of objects in the real-world that are set up in groups (e.g. a package of foam plates with a count of 50
or 100).
• Practice grouping objects into tens and ones (e.g. uncooked kidney beans).
• Describe real-world situations that involve comparing and ordering numbers.
Concepts within Unit #2 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Representing Competency 1 • Write numbers in standard form and expanded form.
Numbers Competency 2 • Read a number knowing the place value of a digit.
2.2A, 2.2B, 2.2E, • Represent numbers using objects and pictures.
2.2F, 2.9C • Compose and decompose numbers with groupings of
hundreds, tens, and ones using
o objectsDepartment of Teaching & Learning
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o pictorial models
o numbers
• Name a whole number that corresponds to a point on
a number line.
• Represent a number on a closed number line.
• Represent a number on an open number line.
• Represent number as a distance from any given
number on a number line.
Concept #2: Compare and Competency 1 • Determine and explain a number that is greater than a
Order Numbers Competency 2 number given.
2.2D, 2.2A, 2.2B, • Determine and explain a number that is less than a
2.2C, 2.2E, 2.2F, number given.
2.7B, 2.9C, 2.2E • Use place value to compare numbers using
comparative language (greater than, less than, equal
to).
• Represent the comparison of numbers on a number
line or using symbols.
• Use place value understanding to compare whole
numbers.
• Compare different sets of numbers that have been
decomposed with groupings of hundreds, tens, and
ones.
• Use place value to order whole numbers using
comparative language (greater than, less than, and
equal to).
• Use place value to order whole numbers.
• Order different sets of numbers that have been
decomposed with groupings of hundreds, tens, and
ones.
• Use place value understanding when justifying the
determination of a numbers that is greater than or
less than a given number.
Unit 3: Addition & Subtraction (up to 99)
Estimated Date Range: 9/30/21 – 11/12/2021
Estimated Time Frame: 29 Days (5 Days in GP1 and 24 Days in GP2)
Concepts within Unit #3 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: One Step Competency 1 • Represent one-step problems involving addition or
Addition and Competency 3 subtraction where any one of the terms in the
Subtraction problem are unknown.
• Represent multi-step problems involving addition
and/or subtraction where any one of the terms in the
problem are unknown. Justify the operations
represented in the pictorial models based on the
actions of the word problem.Department of Teaching & Learning
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• Predict a reasonable solution to the problem.
Grading Period 2
Unit 3: Addition & Subtraction (up to 99)
Estimated Date Range: 9/30/21 – 11/12/2021
Estimated Time Frame: 29 Days (5 Days in GP1 and 24 Days in GP2)
Unit Overview: In this unit, students will develop an understanding of representing, solving, and generating word
problems involving addition and subtraction with numbers up to 99 where any one of the terms in the problem may
be unknown. Students will make connections between representations and the actions of a word problem, as well as
enhance their own mathematical toolboxes by utilizing a variety of place value strategies to solve word problems.
Students will also connect problem solving with counting a collection of coins through real-world context.
At home connections:
• Explain real-world situations that involve one and two-step addition and subtraction (e.g. earning and
spending money).
• Practice recalling basic facts within 20 with an emphasis on flexibility not speed (e.g. identifying patterns in
determining all the number sets that equal 12).
• Count various coins up to one dollar and record the value of the coins using the decimal point and the cent or
dollar sign symbol.
Concepts within Unit #3 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: One Step Competency 1 • Represent one-step problems involving addition or
Addition and Competency 3 subtraction where any one of the terms in the
Subtraction problem are unknown.
2.7C, 2.4C • Represent multi-step problems involving addition
and/or subtraction where any one of the terms in the
problem are unknown. Justify the operations
represented in the pictorial models based on the
actions of the word problem.
• Predict a reasonable solution to the problem.
Concept #2: Multi-Step Competency 1 • Represent and solve one-step problem involving
Addition and Subtraction Competency 3 addition or subtraction where any one of the terms in
2.4C, 2.7C, 2.4A, the problem are unknown.
2.4B, 2.4D,2.11A • Represent and solve multi-step problem involving
addition or subtraction where any one of the terms in
the problem are unknown.
• Generate and solve word problems when given a
number sentence where unknowns may be any one of
the terms.
• Recall basic facts to add and subtract within 20.
• Add up to four two-digit numbers using various place
value strategies.
• Subtract two-digit numbers using various place value
strategies.Department of Teaching & Learning
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Concept #3: Collection of • Determine the value of a collection of coins up to one
Coins dollar.
2.5A, 2.5B • Use the cent symbol, dollar sign, and decimal point
appropriately to name the value of the collection of
coins.
Unit 4: Personal Financial Literacy and Data Analysis
Estimated Date Range: 11/15/21 – 12/17/21
Estimated Time Frame: 20 Days
Unit Overview:
In this unit students will define money as earned income and a way to obtain goods and services. Students will also be
introduced to the ideas of spending vs. saving and charitable giving. Students will apply financial literacy those
situations as well as other real-world situations to collect, sort, and analyze data in up to three categories. They will
use data to create picture and bar-type graphs as well as draw conclusions from graphs. Students will also be able to
generate and answer questions using information in the created graphs or graphs that are given to them.
At home connections:
• Identify times when you are spending money on needs versus wants.
• Discuss opportunities to earn income, have a lemonade stand, or garage sale.
• Find data based on a topic of interest sort and organize the data into categories.
• Create bar-type graphs to represent friends’ or family's favorite colors, favorite foods, shoe size etc.
Concepts within Unit #4 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Personal • Calculate how money saved can accumulate into
Financial Literacy larger amounts over time.
2.11A, 2.11B, 2.11C, • Explain the difference between saving and spending.
2.11D, 2.11E, 2.11F
• Explain the difference between a deposit and a
withdrawal.
• Identify examples of borrowing. Explain the difference
between responsible and irresponsible borrowing.
• Identify examples of lending and evaluate lending
decisions.
• Explain the difference between producers and
consumers.
• Calculate the cost to produce a simple item.
Concept #2: Data Analysis Competency 1 • Write and solve one-step word problems using data in
2.10C, 2.10B, pictographs and bar graphs with intervals of one.
2.10D, 2.10A Competency 6 • Create pictographs and bar graph with intervals of
more than one using a collection of data with up to
four categories.
• Use comparative language when describing data
within the same graph.
• Predict a numerical pattern to determine a trend form
the data within the graph.Department of Teaching & Learning
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Grading Period 3
Unit 5: Numeration, Addition & Subtraction
Estimated Date Range: 1/5/21 - 2/15/21
Estimated Time Frame: 29 Days
Note: Includes 2 days for Re-engagement and Assessment
Unit Overview:
In this unit, students will develop an understanding of how to compare and order whole numbers up to 1,200. They
will also develop an understanding of representing, solving, and generating word problems involving addition and
subtraction with numbers up to 1,000 where any one of the terms in the problem may be unknown. Students will
make connections between representations and the actions of a word problem, as well as enhance their own
mathematical toolboxes by utilizing a variety of place value strategies to solve word problems.
At home connections:
• Find groups of objects in the real-world that are set up in groups (e.g. a package of foam plates with a
count of 30 or 100).
• Practice grouping objects into tens and ones (e.g. uncooked kidney beans).
• Describe real-world situations that involve comparing and ordering numbers.
• Explain real-world situations that involve one and two-step addition and subtraction (e.g. earning and
spending money).
• Practice recalling basic facts within 20 with an emphasis on flexibility not speed (e.g. identifying patterns in
determining all the number sets that equal 12).
Concepts within Unit #5 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Compare and Competency 1 • Use place value to compare numbers using
Order (Up to 1,200) Competency 2 comparative language (greater than, less than, equal
2.2D, 2.2A, 2.2B, to).
2.2C, 2.2E, 2.2F, • Represent the comparison of numbers on a number
2.7B, 2.9C line or using symbols.
• Use place value understanding to compare whole
numbers.
• Use place value to order whole numbers using
comparative language (greater than, less than, and
equal to).Use place value to order whole numbers.
• Represent the ordering of numbers on a number
line and using symbols.
• Use place value understanding when justifying the
determination of a numbers that is greater than or
less than a given number.
Concept #2: Addition and Competency 1 • Represent and solve one-step problem involving
Subtraction (Up to 1,000) Competency 3 addition or subtraction where any one of the terms in
2.4C, 2.7C, 2.4A, the problem are unknown.
2.4B, 2.4D • Generate and solve word problems when given a
number sentence where unknowns may be any one of
the terms.Department of Teaching & Learning
_____________________________________________________________________________________________
• Recall basic facts to add and subtract within 20.Add up
to four two-digit numbers using various place value
strategies.
• Subtract two-digit numbers using various place value
strategies.
Concept #3: Multi-Step Competency 1 • Add up to four two-digit numbers using various place
Addition and Subtraction Competency 3 value strategies.
(Up to 1,000) • Subtract two-digit numbers using various place value
2.4C, 2.7C, 2.4A, strategies.
2.4B, 2.4D
Unit 6: Measurement
Estimated Date Range: 2/16/22 - 3/25/22
Estimated Time Frame: 21 Days (16 Days in GP3 and 5 Days in GP4)
Unit Overview:
In this unit, students will build from their understanding of nonstandard units of length (e.g. paperclips) to standard
units of length (e.g. inches). Students will measure using customary and metric measuring tools to the nearest
marked whole unit. They will be able to explain the relationship between the number of units needs and the size of
the unit and use this knowledge to estimate length. They will determine area with concrete models counting squares
and knowing that the number of squares represents the area in square units. This will build in future years to
measuring and converting units of length and determining and using the formula for area and then finding surface
area.
At home connections:
• Use a variety of household objects to measure the length of items. Discuss why it takes fewer of one object than
another to measure the same length.
• Have students match times on an analog and digital clock.
• When getting in the car, about to eat dinner, going to bed etc. Ask what time it is to the nearest hour or half hour
and explain how they know.
Concepts within Unit #6 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Time Competency 1 • Read time using digital clocks to the nearest minute.
2.9G Competency5 • Write time using numbers in the form of a digital
clock.
• Read time to the nearest minutes using an analog
clock.
• Write time to the nearest minute using an analog
clock.
• Distinguish between events that occur in the a.m. and
events that occur in the p.m.
•
Concept #1: Length Competency 1 • Find the length of objects using concrete models for
Competency 5 standard unit of lengths such as inch tiles.
2.9D, 2.9A, 2.9B, • Find the length of objects using concrete models for
2.9C, 2.9E standard unit of length such as centimeter cubes.Department of Teaching & Learning
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• Give specific examples and a description of how the
longer the unit, then fewer unit needed to measure
length.
• Give specific examples and a description of how the
shorter the unit, then more units needed to measure
length.
• Determine the length of an object to the nearest
marked unit using a
o ruler.
o yardstick.
o meter stick.
o measuring tape.
• Estimate length when given a problem involving
length.
• Determine a solution to a problem involving length.
• Compare the estimated answer with the actual answer
when measuring length to justify the reasonableness
of the solution.
Grading Period 4
Unit 6: Measurement (continued)
Estimated Date Range: 2/16/22 - 3/25/22
Estimated Time Frame: 21 Days (16 Days in GP3 and 5 Days in GP4)
Concepts within Unit #7 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #3: Area Competency 1 • Determine the area of a rectangle using concrete
2.9F, 2.9B Competency 5 models of square unit tiles.
• Cover the rectangle with no gaps or overlaps.
• Count the square units tiles to find the total number of
square units.
• Describe the measurement using a number and the
unit.
Unit 7: Geometry
Estimated Date Range: 3/28/22 - 4/14/22
Estimated Time Frame: 14 Days
Unit Overview:
In this unit, students will build on their understanding of two-dimensional shapes and three-dimensional figures
beyond identifying and naming. Students will sort and classify two-dimensional shapes based on their attributes.
Students will use their knowledge of two-dimensional shapes and attributes of three-dimensional figures to classify
and sort three-dimensional figures.
At home connections:
• Go on a scavenger hunt around the house to identify 2-D and 3-D figures, name them, and describe their
attributes.Department of Teaching & Learning
_____________________________________________________________________________________________
Concepts within Unit #7 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: 2-D Shapes Competency 1 • Decompose two-dimensional shapes and name the
2.8C, 2.8A, 2.8D, Competency 4 resulting shape.
2.8E • Compose two-dimensional shapes when given the
attributes.
• Classify and sort polygons with 12 or fewer sides
according to attributes.
Concept #2: 3-D Solids Competency 1 • Classify and sort three-dimensional figures using
2.8B, 2.8D Competency 4 formal geometric language such as:
o number of edges
o number of vertices number of faces
o types of faces (two-dimensional shapes)
• Compose three-dimensional figures when given
properties or attributes.
Unit 8: Understanding Fractions
Estimated Date Range: 4/19/22 - 5/04/22
Estimated Time Frame: 12 Days
Unit Overview:
In this unit, students will expand on their knowledge of partitioning objects into halves and fourths to include eighths.
They will not only partition objects, but they should also demonstrate knowledge of how many fractional parts are
needed to make a whole and to count fractional parts beyond a whole. Students will be able to explain that the
number of fractional parts needed for a whole is proportional to the size of the fractional part.
At home connections:
• Practice cutting objects in fractional parts such as halves, fourths, and eighths (e.g. dividing a
chocolate bar into fourths).
• Identify real-world situations where fractional parts are needed.
Concepts within Unit #8 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Fractions Competency 1 • Identify examples and non-examples of halves,
2.3B, 2.3A, 2.3C, Competency 2 fourths, and eighths.
2.3D • Partition objects into equal parts and name the parts,
including halves, fourths, and eighths using words.
• Use concrete objects to count fractional parts beyond
one whole using words.
• Identify how many parts it takes to equal one whole.
• Explain that the more fractional parts used to make a
whole, the smaller part.
• Explain that the fewer the fractional parts, the larger
parts.
Unit 9: Foundations of Multiplication & Division
Estimated Date Range: 5/05/22 - 5/26/22
Estimated Time Frame: 16 DaysDepartment of Teaching & Learning
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Unit Overview:
In this unit students will connect their understanding of addition with adding equal groups of objects. Students will
develop their understanding of division by relating it to multiplication (adding equal groups) and their understanding
of separating equal groups of objects. Students will understand the meaning of multiplication and division through
using concrete and pictorial representations that lead to fact fluency.
At home connections:
• Explain real-world situations that include adding equal sets (e.g. finding the value of a 3 packages of foam
plates with a count of 50 or 100).
• Explain real-world situations where a set of objects are separated into equal sets (e.g. sharing a 50 count
package of candy among 5 people).
Concepts within Unit # 9 Competencies that will be Success Criteria for this concept
Link to TEKS graded in this unit
Concept #1: Joining and Competency 1 • Model, create, and describe situations where equal
Separating Equal Groups sets of objects are joined.
2.7A, 2.6A, 2.6B Competency 3 • Model, create, and describe situation where sets of
objects are separated into equal sets.Department of Teaching & Learning
_____________________________________________________________________________________________
Glossary of Curriculum Components
Overview– The content in this document provides an overview of the pacing and concepts covered in a subject for the
year.
TEKS – Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able
to do.
Unit Overview – The unit overview provides a brief description of the concepts covered in each unit.
Concept – A subtopic of the main topic of the unit.
Success Criteria—a description of what it looks like to be successful in this concept.
Competency—Standards-Based Grading communicates students’ understanding of the Texas Essentials Knowledge
and Skills (TEKS). Using the TEKS, teachers developed grade-level competencies to communicate student progress in
the Standards-Based gradebook. The competencies are the same for each grade-level content area (i.e. 1st grade
math) across the district. Teachers report students’ progress on the competencies using learning progressions.
Parent Resources
The following resources provide parents with ideas to support students’ understanding. For sites that are password
protected, your child will receive log-in information through their campus.
Resource How it supports parent and students
This is the state adopted textbook for elementary school
Envision Math math. Click on the link for directions on accessing the
textbook through clever.
These online resources provide access to virtual
Didax Virtual Manipulatives
manipulatives.
Math Learning Center Math Apps
This resource from youcubed.org includes articles for
parents on ways to support their students in learning and
Parent Resources from youcubed.org
understanding mathematics.
This resource from youcubed.org includes videos concerning growth
Student Resources from youcubed.org
mindset in mathematics
This resource provides an explanation of why math looks
different now as opposed to how parents learned
Math: Why Doesn’t Yours Look Like
mathematics and how to support students in learning
Mine?
mathematics.
This resources breaks down grade level standards, provides example
Math4Texas questions, vocabulary, and links to online resources for students aligned
to the standards.Department of Teaching & Learning _____________________________________________________________________________________________ Instructional Model The structures, guidelines or model in which students engage in a particular content that ensures understanding of that content. The instructional model for mathematics is the Concrete-Representational-Abstract Model (CRA). The CRA model allows students to access mathematics content first through a concrete approach (“doing” stage) then representational (“seeing” stage) and then finally abstract (“symbolic” stage). The CRA model allows students to conceptually develop concepts so they have a deeper understanding of the mathematics and are able to apply and transfer their understanding across concepts and contents. The CRA model is implemented in grades K-12 in FBISD.
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